Information About Gifted Testing              

Contents

What test does Kyrene use to test for giftedness?
Is there information in Spanish about the test?
What are the behavior and learning characteristics of gifted children?
What is the difference between a bright child and a gifted child?
What are verbal reasoning, quantitative reasoning, and nonverbal reasoning,
      and how are they measured on the CogAT?
What is the testing environment like?
How is the test scored?
How long does the testing take?
What if my child is absent during testing?
How can I prepare my child for this test?
Are there any other articles of interest?


What test does the Kyrene School District use to test for giftedness?
Kyrene uses the Cognitive Abilities Test (CogAT), a test measure recognized by the State of Arizona. The CogAT measures learned reasoning and problem-solving skills in three different areas: verbal, quantitative, and nonverbal. Reasoning skills develop gradually throughout a person’s lifetime and at different rates for different individuals. Reasoning abilities are good predictors of success in school and are important outcomes of good schooling. CogAT does not measure such factors as effort, attention, motivation, and work habits, which also contribute importantly to school achievement. Qualifying scores for gifted identification are at or above the 97th percentile in the area of verbal reasoning, quantitative reasoning, and/or nonverbal reasoning. Other tests from the Arizona State List of Tests may also be used.
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Is there information about the CogAT available in Spanish?
Yes, go to CogAT Reports to Parents in Spanish.
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What are the behavior and learning characteristics of gifted children?
 Gifted children have unique behaviors, learning modalities, and creative characteristics that differentiate them from their age-mates. Generally, gifted children:

Click here to read more about these characteristics.

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What is the difference between a bright child and a gifted child?

Bright Child

Knows the answers
Is interested
Is attentive
Has good ideas
Works hard
Answers the questions
Top group
Listens with interest
Learns with ease
6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Copies accurately
Enjoys school
Absorbs information
Technician
Good memorizer
Enjoys sequential presentation
Is alert
Is pleased with own learning

Gifted Learner

Asks the questions
Is highly curious
Is mentally and physically involved
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feeling and opinions
Already knows
1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design
Enjoys learning
Manipulates information
Inventor
Good guesser
Thrives on complexity
Is keenly observant
Is highly self-critical

               Source: Janice Szabos, Challenge Magazine
               Tennessee Association for the Gifted: www.tag-tenn.org
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What are verbal reasoning, quantitative reasoning, and nonverbal reasoning, and how are they measured on the CogAT?
The Cognitive Abilities Test for students in K-2 is an untimed, multiple choice test that is hand-scored. The students make their answer selections in the test booklet. There are three sections, one each for verbal, quantitative, and nonverbal. Beginning at the third grade level, the CogAT is a timed, multiple choice test with an electronically or hand-scored answer sheet on which students select their choices. There are nine subtests that comprise the three batteries.

• Generally, verbal reasoning refers to a student's ability in oral and written expression, reading and comprehension skills, and literal understanding and use of words. This reasoning also refers to how well students solve problems using words. The CogAT Verbal Battery measures flexibility, fluency, and adaptability in reasoning with verbal materials and in solving verbal problems. These reasoning abilities play an important role in reading comprehension, critical thinking, writing, and virtually all verbal learning tasks. The Verbal Battery is made up of three subtests: verbal classification (students select the word that belongs to the same category as the sample words), sentence completion, and verbal analogies. This battery provides a reliable measure of verbal abstract reasoning and problem solving skills. There are three mini-tests in the verbal reasoning section of the CogAT:

(1) Verbal classification. The section assesses students' inductive reasoning and general verbal reasoning skills. The test presents a set of three words. The student is asked to select a fourth word from a list of words that belongs with the set of original words.
(2) Sentence completion. This section assesses students' deductive reasoning and general verbal reasoning. The test presents sentences, each with one word missing from the sentence. The student selects a word to complete the sentence from a list of words.
(3) Verbal analogies. This section assesses students' inductive and deductive reasoning skills. The test presents a pair of words. Students are to determine the relationship between this pair of words, and given another word, select a word from a word list that, when combined with the given word, represents the same kind of relationship that exists between the original pair of words presented (i.e., A is to B like C is to ___).


• Generally, quantitative reasoning refers to a student's ability in understanding the elements of number theory, or the application and analysis of number problems. This reasoning also refers to how well students solve problems using numbers. The CogAT Quantitative Battery measures quantitative reasoning skills; flexibility and fluency in working with quantitative symbols and concepts; and the ability to organize, structure, and give meaning to an unordered set of numerals and mathematical symbols. These reasoning skills are significantly related to problem solving in mathematics and other disciplines. The Quantitative Battery is composed of quantitative relations (comparison of two quantities as greater, less or equal. These may involve money, measurement, time, core facts (+, -, x, ¸), fractions, and/or geometry. Also in this battery are number patterns and equation building (students are given several numbers and signs in random order and are instructed to put them in a sequence that will result in one of the multiple choice answers). To a large extent a student’s performance on this battery is dependent upon flexibility in using quantitative concepts. There are three mini-tests in the quantitative reasoning section of the CogAT:

(1) Quantitative relationship. This section assesses students' deductive and quantitative reasoning and general quantitative knowledge. Students are asked to determine relationships between sets as greater than, less than, or equal to.
(2) Number series. This section assesses students' inductive reasoning, quantitative reasoning, and number facility. The test presents a set of numbers for which the student is to select the number that would come next in the series.
(3) Equation building. This section assesses students' deductive reasoning, general quantitative reasoning, quantitative knowledge, and number facility. This test presents numbers and math symbols (e.g., +) and students are to combine this information in a way that will lead to a solution that is listed from the possible solutions.


• Generally, nonverbal reasoning refers to a student's ability in spatial and abstract thinking. This reasoning also refers to how well students solve problems using shapes and figures. The CogAT Nonverbal Battery measures reasoning using geometric shapes and figures. To perform successfully, students must invent strategies for solving novel problems. They must be flexible in using these strategies and accurate in implementing them. The Nonverbal Battery is composed of figure classification (students select the figure that has a common attribute from sample figures), figure analogies, and figure analysis (students look at pictures of a folded piece of paper with holes punched in it, then visualize what it would look like unfolded). The items on these sub tests involve neither words nor numbers. This portion of the test provides an opportunity for students who process information in a holistic way to show how well they reason. This test is not designed to identify students who have high aptitudes in the areas of athletics, leadership, creativity, fine arts, performing arts, music, or interpersonal skills. Many students who score high on this test have these aptitudes, as do many students who score low on this test. There are three mini-tests in the nonverbal reasoning section of the CogAT:

(1) Figure classification. This section assesses students' inductive reasoning and visualization. The test presents three figures. The student must identify the characteristics that the figures share in common, and then select another figure from a set of figures that matches the original set.
(2) Figure analogies. This section assesses students' inductive and deductive reasoning. The test presents a pair of figures. Students are to determine the relationship between this pair of figures, and given another figure, select a figure from a set of figures that, when combined with the given figure, represents the same kind of relationship that exists between the original pair of figures presented (i.e., A is to B like C is to ___).
(3) Figure analysis. This section assesses students' inductive and deductive reasoning and visualization. This test presents a series of diagrams that show a piece of paper being folded and punched. The student must select a figure from a set of figures that shows what the paper will look like when it is unfolded.

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What is the testing environment like?
This is a group testing environment. Working conditions will be quiet and without outside interruptions. The entire test is usually given in multiple sessions with appropriate breaks. Depending on the test level, this might be over two or three days.
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How is the test scored?
 Scores are reported out using National Percentile (NP) for verbal reasoning, quantitative reasoning and/or nonverbal reasoning.  Please remember that a percentile rank is not the same as the percent correct.  Percentile ranks provide a comparison of the student’s performance to that of a national sample of students of the same age.  Percentile ranks are used to rank students on a scale of 1 to 99.  If a student has a percentile of 71, this means the student scored higher than 70 of every 100 students that took the same test.

It is important to remember that the Cognitive Abilities Test measures a student’s reasoning ability and is not indicative of student achievement.  Scores in the 25th percentile to 75th percentile range are considered average scores.  If the student scores below the 97th percentile, the regular curriculum is appropriate.  If the student scores at or above the 97th percentile, state law requires that special services be provided.
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How long does the testing take?
 At the K-2 level, the test usually takes 20 to 30 minutes for each of the three sections. This includes the directions and sample problems as well as the teacher read segments. The test is usually given over three periods, giving breaks between sections.

For students in grades 3-8, each of the three batteries takes approximately 45 minutes to one hour to administer. This includes the directions and sample problems as well as the timed segments. The test is usually given in three one hour sessions over three days or two 90 minute sessions over two days. At the middle school level, it may be given all on one day with breaks between batteries.
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What if my child is absent on the day(s) of testing?
In most instances, make-up days are built in to the testing schedule. Check with the Gifted Resource Specialist at your school for more details.
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How can I prepare my child for this test?
There are two time frames to consider:

1.            In the long range, there can be a strong relationship between a stimulating enriched environment and high scores. Many children who attain high scores come from homes where math, verbal, and spatial puzzles and games are played for family recreation. Examples of these could be crossword puzzles, board puzzles, Chess, word games, logic games, mazes, etc. We have included a general list of commercial games and activities. There is a spirit of adventure and fun surrounding these activities and the children have a positive view of cognitive challenge.

2.            In the short range, there are no particular skills to study. Students perform best on tests when they are rested and relaxed. Children test best that have had a stress-free evening the night before, get a good breakfast, have had plenty of rest, and are encouraged to show their best without worry or pressure.
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Articles of interest -

How Do Students' Scores on Different Ability Tests Differ?

How to Identify Academically Gifted Minority Students

Is Ability Separate From Achievement?

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